CAPACITY BUILDING IN OPEN AND DISTANCE

LEARNING PROJECT

PROCEEDINGS OF THE SADC REGIONAL OPEN

AND DISTANCE LEARNING POLICY

CONFERENCE HELD ON 4TH TO 8TH APRIL, 2011

AT THE SANDTON SUN HOTEL, JOHANNESBURG,

SOUTH AFRICA

Faustin Mukyanuzi

Regional Open and Distance Learning Policy Consultant

1. ................................................................................................................. CONTE

XT OF THE REGIONAL ODL POLICY ............................................................1 1.1 .................................................................................................... Global

and Continental Commitments to Education ....................................1 1.2 .................................................................................................... Regiona

l Policies and Strategic Frameworks...................................................1 1.3 .................................................................................................... SADC

Capacity Building in ODL Project ......................................................1 1.4 .................................................................................................... ODL

Regional Policy Development Process...............................................2 1.5 .................................................................................................... The

Common trends that were observed in the SADC

Member States ...................................................................................2

1.6 .................................................................................................... Identifi

ed Opportunities ....................................................................................3 1.7 .................................................................................................... Identifi

ed challenges ..........................................................................................3 1.8 .................................................................................................... Rationa

le for the Regional ODL Policy ...........................................................4

1.9 .................................................................................................... Key

Issues to be Addressed by the Regional Policy .................................4

2. ................................................................................................................. METH

ODOLOGY ..............................................................................................................5 2.1 ...................................................................................................

Registration of Conference Participants .................................................5 2.2 ...................................................................................................

Endorsement of the Conference Programme .........................................5 2.3 ...................................................................................................

Purpose and Objectives of the Conference ............................................5 2.4 ...................................................................................................

Conference Methods .................................................................................5 2.5 ...................................................................................................

Conference Outputs ...................................................................................5

3. CONFERENCE PROCEEDINGS ........................................................................6 3.1 .......................................................................................................... Day

One .......................................................................................................................6

3.1.1 ................................................................................................ Introdu

ctory Remarks ......................................................................................6

3.1.2 ................................................................................................ Keynot

e Address ..............................................................................................6 3.1.3 ................................................................................................ Backgr

ound to the Regional ODL Policy .....................................................9

3.1.4 The Policy Context ........................................................................... 10

3.1.5 Presentation of the Draft Regional ODL Policy ........................... 11 3.2 .......................................................................................................... Day

Two and Three ................................................................................................. 12

TABLE OF CONTENTS

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3.3 Day Four ......................................................................................................... 13

3.3.1 ................................................................................................ Introdu

ction of the new Chairperson .......................................................... 13

3.3.2 Presentations of Group Work .......................................................... 14

3.4 Day Five ......................................................................................................... 37

3.4.1 Adoption of Key Policy Areas and Issues .................................... 37

3.4.1.1 National Policy Frameworks .......................................... 37

3.4.1.2 ODL Governance and Management .............................. 37

3.4.1.3 Capacity of ODL Institutions ......................................... 37

3.4.1.4 Public ODL Quality ......................................................... 37

3.4.1.5 Access................................................................................ 37

3.4.1.6 Promoting ODL Quality ................................................. 38

3.4.1.7 Monitoring and Research ................................................ 38

3.4.1.8 Regional Qualifications framework .............................. 38

3.4.1.9 Collaboration, Networking and Partnership ................. 39

3.4.1.10 Funding, Budgeting and Resource Mobilization ......... 39

3.4.1.11 Provision of Inclusive Education ................................... 39

3.4.1.12 The Curriculum ................................................................ 39

3.4.2 Evaluation of the conference .......................................................... 39

3.4.3 ................................................................................................ Closing

Remarks ............................................................................................. 39 3.4.4 ................................................................................................ Way

Forward ............................................................................................. 40

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1. CONTEXT OD THE REGIONAL OPEN DISTANCE LEARNING POLICY

The Southern African Development Community (SADC) recognize education’s pivotal role

in improving economic growth and development, in alleviating poverty and in enhancing the

quality of life of people. Education is central in the achievement of the SADC Vision of a

common future, a future in a regional community that ensures economic well-being,

improved standards of living and quality of life, freedom, social, justice, peace and security.

To enable SADC Member States realize meaningfully the stated critical role of education in

development, the SADC Secretariat focused on various declarations as follows:

1.1 Global and Continental Commitments to Education:

The Education For All (EFA) Goals call upon Member States to ensure that the learning

needs are met through equitable access to appropriate learning and life skills

programmes. Further, the EFA Goals call for the achievement of 50% improvement in

levels of adult literacy by 2015 and equitable access to basic and continuing education for

all adults. Millennium Development Goals (MDGs) too call upon MS to ensure equal

access to free quality primary and secondary education to all citizens of SADC Member

States and eradicate iliteracy by 2015. The African Union Second Decade of Education

on Plan of Action articulates the development of Africa’s human resources making

specific reference to ODL.

1.2 Regional Policies and Strategic Frameworks:

The SADC Treaty, among other things, recognizes education and training as areas for

cooperation under social and human development. The SADC Regional Indicative

Strategy Development Plan (RISDP, 2000-2015) recognizes education and training as a

tool for developing necessary knowledge, attitudes, skills and human capacities for social

and economic development in order to promote investment and efficiency in the SADC

Region. The SADC Protocol on Gender and Development is emphatic on issues of equal

access to all forms of education and Training. The SADC Gender Policy promotes

participation of women, men, girls, and boys in all education and training programmes in

order to strengthen their contribution. The Protocol on Education and Training

(Article 9) promotes the deployment of Open and Distance Learning in promoting

quality access to education. Specifically, SADC encourages member States to:

have national policies on ODL;

have ODL institutions for all levels of education;

create SADC Distance Education Centres;

cooperate in the design, dissemination of Distance Learning materials; and

create professional associations to facilitate exchange of ideas and experiences.

1.3 SADC Capacity Building in ODL Project:

In line with the Vision, and in conformity with the SADC Protocol on Education and

Training, a Grant Agreement with the African Development Bank (ADB) was signed in

2007 to launch a SADC Capacity Building Project in ODL. The main purpose of the

project is to contribute to the development and deployment of effective, harmonized

Open and Distance Learning to increase access to quality education and training and

support regional integration across the SADC region.

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The Project has two components:

i) Component 1: ODL Regional Policy Development and Strategic Planning;

ii) Component 2: Regional Capacity Building for Open and Distance Learning.

focus of the Project is on secondary education, higher education, teacher training,

and technical and vocational education and training (TVET).

further, in line with the SADC Treaty and the SADC Gender and Development

Protocol, the Project recognizes the need to promote gender equality and women

empowerment.

to this effect, the Project has developed a Gender Mainstreaming Strategy for

Open and Distance learning to facilitate mainstreaming processes in all project

activities.

Output for Component 1:

An ODL Information, Education and Communication (IEC) Strategy developed and

implemented.

Regional ODL Policy developed.

Regional. ODL Strategic Plan and operational framework developed.

1.4 ODL Regional Policy Development Process:

In order to ensure that the process of developing the Regional Policy in ODL is

evidence– based, the SADC Secretariat conducted a region-wide study of the four sectors

(secondary, teacher, higher and technical vocation education and training). The results of

the studies informed the process of developing the Regional Policy. The primary

objective of the four-sector study was to provide the necessary cross-country

comparisons critical to derive policy framework that describes the important aspects of an

enabling environment for the effective deployment of harmonized ODL in the SADC

region and for promoting cooperation in this area.

Following the completion of the country research reports on the four-sector study, the

Policy Dialogue Forum was organized in August, 2010. Specifically it was meant to

review and validate the draft country research reports on the four sectors; identify and

reach consensus on the key issues and challenges that should be addressed in the

proposed Regional ODL policy and make appropriate recommendations.

1.5 The Common trends that were observed in the SADC Member States:

most of the structures of the education systems comprised seven years of primary,

three years of junior secondary, two years of senior secondary and four years of

university education that led to a Bachelor’s degree.

MS had expanded their education systems in an attempt to achieve education for all

(EFA) goals and increase access to education and training. Teacher education and

TBET had also been expanded to provide increased training, but NOT to the same

extent as the increase in primary and secondary education.

there were many students who dropped out from the school system each year due to

many reasons, such as lack of physical infrastructure at the next level, failure to pay

school fees and other school needs, illness due to the HIV and AIDS pandemic and

other diseases, pregnancy and early marriages etc.

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a number of MS had reached gender parity in school attendance, with a few countries

having more females than males in schools, and a larger number of countries having

fewer females attending and completing school. A common phenomenon for all the

countries was the observed disparities between urban and rural areas, with urban

areas being well off when compared to the rural areas. As a result, students in the

urban areas were given an education of a higher quality and thus tended to perform at

a higher level than those from the rural areas.

there had been an increase in the provision of ODL in most MS.

SADC governments paid a major portion of the provision of ODL, while the private

sector, NGOs, faith-based Organizations/churches, international organizations, donor

agencies as well as civil society paid a smaller proportion.

1.6 Identified Opportunities were:

demand for education exceeds the supply.

a large proportion of poor school leavers dropped out of school because of

inadequate rapacity at the next levels or left school because of several problems, the

majority being women and girls in most Member States.

needs of workers for upgrading programmes, continuous professional development

and lifelong learning where abundant.

there is increased demand for ICT.

1.7 Identified challenges were:

lack of national ODL policies in most of the member states;

perceptions that some people studying through ODL had lower quality education

than those through the conventional mode;

that the existing ODL institutions were not able to meet the demand for education in

the Region;

lack of adequately trained, experienced and competent staff for various positions in

ODL such as teaching, material designers and developers, ICT personnel, learner

support services, audio-visual specialists, etc.;

limited collaboration/partnerships and linkages among institutions and between

countries;

absence of a regional qualifications framework and the general lack of monitoring

and evaluation in ODL;

inadequate physical and ICT infrastructure and networks to support teaching and

learning in ODL and

limited funding from Governments and other funders to support ODL institutions

programmes and courses.

On the basis of these opportunities and challenges, a Regional ODL Policy was formulated.

This Regional ODL Policy Conference is therefore being convened to review and validate

this draft policy, whose implementation will enhance ODL partnership, harmonization,

coordination among MS and consequently contribute to enhanced education acquisition in

the SADC Region.

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1.8 Rationale for the Regional ODL Policy:

the Protocol on Education and Training provides for areas of cooperation in various

areas such as policy for education and training, distance education, lifelong education

and training.

however, despite this, only three MS have National ODL Policies. Lack of national

ODL policies implies that there is limited coordination among the various

stakeholders in the implementation of ODL programmes in most SADC Member

States.

the challenges that have been identified above, both those that negatively affect

access to education and training in general and those that relate to delivery of ODL

specifically can only be effectively addressed through the development of a Regional

ODL Policy Framework.

the Regional ODL Policy will therefore enhance integration, harmonization and

maximize utilization of resources in line with the Protocol on Education and Training,

thus, promoting the development and deployment of effective, efficient and

harmonized ODL in the SADC region.

1.9 Key Issues to be Addressed by the Regional Policy:

From the four-sector studies, the following key issues were agreed upon during the

Policy Dialogue Forum August, 2011:

increasing access and mainstreaming ODL into the education system.

counteracting the negative perceptions of ODL.

developing national ODL policies and instituting ODL units in SADC member

states.

promoting collaboration, and partnership and networks between institutions and

among member states.

having in place regional qualifications framework, regional quality assurance

systems, regional multi-media and ICT centre and regional centres of excellence.

promoting capacity building of ODL staff.

addressing issues of gender and HIV and AIDS.

streaming ODL funding and budgeting.

adopting user-friendly curriculum to be delivered in an ODL philosophy.

encouraging, promoting and supporting research development and dissemination of

the results to support ODL practice.

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2. METHODOLOGY:

In order to conduct the Regional ODL Policy Conference efficiently, a set of approaches were

devised. These include:

registration of participants

clarification of the programme

identification of the Conference purpose and objectives

specification of the Conference methods and

identification of the deliverables.

2.1 Registration of Participants:

Right from Day One and as the first event, the Conference participants were asked to register

themselves, a task which was supervised by the SADC Secretariat. The number of these

participants were 152 classified by country and or by function as follows: Angola (4); Botswana

(5); DRC (8); Lesotho (6); Malawi (19); Mozambique (18); Namibia (3); South Africa (3);

Swaziland (1); Tanzania (18); Zambia (14); Zimbabwe (19); SADC Consultants (2); and SADC

Secretariat, interpreters/ translators (32). The list of these participants is attached.

2.2 Endorsement of the Conference Programme:

Mrs. C. Chakwana, the SADC Gender expert, walked through the Programme of the week.

Whereas Day One had its thrust on the Opening Address, background information and

presentation of the Draft Regional Policy, Day Two and Three were essentially for group

discussions of the referred to policy. Day Four was dominated by presentations of group work

on how the policy draft could be improved. The last day witnessed adoption of key policy areas,

evaluation of the conference, closing remarks and the way forward.

2.3 Conference Purpose and Objectives:

It was explained by Mrs. Chakwana that the overall Conference purpose was to critically review

validate and build consensus on the draft Regional ODL Policy. Specifically, the conference

objectives were to:

review the draft Regional ODL Policy;

validate the draft Regional ODL Policy;

build consensus on the key Policy Focus Areas;

build consensus on the implementation arrangements and monitoring cum evaluation

mechanisms.

2.4 Conference Methods:

The organizational dimension of the Conference applied a multi-method approach, covering

presentations, group discussions and plenary sessions.

2.5 Conference outputs:

regional ODL Policy reviewed;

draft Regional ODL Policy validated;

consensus built on Key Policy Focus Areas;

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consensus built on the implementation arrangements and monitoring as well as evaluation

mechanisms.

3. CONFERENCE PROCEEDINGS

3.1 Day One Deliberations:

On this first day of the Conference, four key presentations, constituting the backbone

of the Conference, were made as indicated in 3.1.2 – 3.1.5 hereunder:

3.1.1 Introductory Remarks:

Welcome Remarks by the Chairperson, Dr. Mowes:

In her welcome remarks, the Chairperson, Dr. Mowes stressed the importance of ODL in

improving human capital in the education sector. The Chairperson also noted that the

actualization of MDGs and EFA Goals would not be possible if the human capital remains

unattended. She applauded the ADB FUND for supporting the SADC ODL Project.

Furthermore, she reiterated the importance of the regional ODL policy in providing a

harmonized and coordinated regulatory framework for education in the region. Therefore, she

commended member states for their continued support towards the Project by actively

participating in the current policy review conference. She finally introduced the

consultants for the ODL Regional Policy and the one for the Regional Strategic Plan.

These remarks were followed by participant self – introductions.

3.1.2 Keynote Address by Dr. Primrose Kurasha: Dr. Primrose Kurasha stated that the Vision of SADC is to improve economic growth and

development, alleviate poverty, and enhance the quality of life of the people of the Region.

Owing to the above Vision, she noted that SADC requires instrument to enhance human

capabilities and to achieve the desired objectives of socio and economic development. She

also said that SADC Region is faced with the challenge of achieving “Education for All” as

well as the Millennium Development Goals (MDGs) on universal primary education, poverty

alleviation and gender equality by 2015.

She added that gender inequality and poverty are two main obstacles to women

development in the MS. To this effect, ODL must have a visible impact on poverty

reduction among women, gender equity, and economic sustainability.

(a) Key References: The Guest of Honor further stated that the strategic context for the Regional ODL

Policy is largely informed by the following SADC foundational policy documents:

The SADC Protocol on Education and Training, SADC Secretariat, 2004

SADC Protocol on Gender and Development, SADC Secretariat, 2008

SADC Gender Policy

The SADC Treaty

SADC Regional Indicative Strategic Development Plan

The Information Education and Communication Strategy

The African Union Second Decade of Education Plan of Action

The SADC Capacity Building Project and

The SADC Revised Regional Implementation Plan on Education and Training.

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She, therefore, said the purpose of the Conference was “to review and validate vital

information required to develop national policies and strategies for promoting ODL

through education and training”.

(b) Definition of ODL Policy:

The Guest of Honour borrowed Hanekom and Thornhill (1983) definition of a policy

as a guideline to action referring policy both at an organisation (micro) level and at

the National (macro) level. She noted that most of the institutions are public

organizations adding that at the national level, policy becomes a public policy. In

other words, it is formulated and enunciated by the state rather than by individuals. To

this effect, she said as a Region, public policy refers to the positions and actions that

are taken by SADC as the over-riding authority in the operations, beyond the narrow

confines of each individual state.

In addition, the Guest of Honour stressed that educational policy falls within the realm

of public policy as it is concerned with providing social services which focus on

developing knowledge, skills, and attitudes that are required for the development of

the Region. Therefore, she concluded that the conference aimed at formulating an

ODL policy in accordance with the SADC Protocol on Education and Training and

other related policy documents already stated.

(c) Rationale for SADC ODL Policy:

Among others, the Guest of Honour said that the global environment has had several

forces that should be considered in coming up with the ODL policy. These include but

are not limited to the following:

the rise of the ‘network’ society, driven by technological innovation and the

increasing strategic importance of information, as symbolised by the expansion of

the Internet.

the restructuring of the economic world system, with the transformation to a post-

industrial knowledge economy, the emergence of newly industrialised nations, and

the growth of new forms of dependency in the developing world.

the growing real but also virtual mobility of people, capital and knowledge.

The other dimension to call for a Regional Policy is the regional environment

consideration. She noted that ODL mode has been functioning in the SADC Region

for over a century in the four sectors of education and training under consideration.

Many graduates have been produced by these institutions, and they have made

tremendous contributions to the development of their nations. This demonstrates the

extent to which their qualifications were recognized in their nations. On this note, she

stressed the need for the Member States to be educated to appreciate the reality that the

ODL mode is a valid mode of teaching and learning in its own right and not to be

compared to any.

She further stated that a Regional ODL policy would ensure such issues as credit

transfer by learners from one institution to the other across the regional educational

institutions are effected. This calls for a Regional Qualifications Framework which

would be part of the Regional ODL policy.

(d) Key Issues in ODL:

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There are several critical issues to consider when developing a policy particularly in a

multi state and multi disciplinary context. She, however, singled out five key factors,

namely:

The historical background of the environmental context: This policy environment is important to consider because it influences both the

development and the deployment of the policy. For example the ODL policy is

being developed in a region where there is inadequate access to education and also

a region that is seeking improved economic growth and development, poverty

alleviation and the enhancement of quality of life of its population.

The Purpose of the policy:

The Regional SADC ODL Policy is purposed at “enhancing accessibility,

increasing relevance and ensuring high quality learning outcomes within the

education four sub-sectors of Secondary, Teacher, Vocational cum Technical and

Higher Education” (Draft Regional Policy Doc.). The purpose of adopting ODL as

a policy option is ostensibly to increase access to education in an equitable way

especially by non-traditional learners.

The policy must ensure Regional Integration: Given the disparities in educational systems which are a function of the member

states’ environments, the ODL policy has to bring harmonization of ODL in the

Region. With a regionally integrated policy, access to education and training is

increased, issues of gender equality are addressed, equitable access to education at

all the four levels is increased and the relevance and quality of the education is

enhanced.

Research and Scholarship on ODL: The development of ODL must be informed through sound research and

scholarship. Sound research and scholarship in ODL development helps to inform

the processes and creates a supportive environment to facilitate the

operationalisation of the ODL policy. Through research, mechanisms of ensuring

the sustainability of the ODL in the Region beyond the life of the project can also

be identified and articulated.

Capacity Building: The ODL policy cannot be efficiently operationalised without appropriate and

adequate capacity building. This makes capacity building another very critical

issue to consider in policy development. This calls for the need to rationalize

resource allocation and standardize processes and procedures while ensuring

manpower training specifically in ODL.

(e) Way Forward:

The way forward should be driven by the draft vision of the SADC ODL Regional

Policy which is “A region where men and women, boys and girls have seamless,

equitable access to lifelong learning through the provision of gender sensitive, quality

and relevant open and distance learning programmes”. The draft mission statement

further directs the way with more precision “To support integration, harmonization

9

and maximization of resources and regional standardization of both quality and

outputs of ODL provision in the SADC Region.” The draft policy goes further to

recommend 11 key policy focus areas around which the Regional ODL policy is

supposed to focus while adhering to the standard ODL delivery guiding principles.

These are flexibility, learner-centeredness, quality and relevance, cost effectiveness,

collaboration and partnership, efficiency, equality and non-discrimination and

harmonization and standardization.

The implementation framework of the ODL Policy should be mindful of the following

key issues:

key players in the implementation process and their specific roles.

policy operational structures.

monitoring and evaluation.

(f) Conclusion:

The Guest of Honour reiterated the need for a clear policy/guideline to action. A clear

Regional ODL policy is essential given the diversity between and among member

states. A Regional Policy will serve to harmonise and standardize the activities of

ODL institutions at the Secondary, Teacher training, TVET and Higher education

levels for the good of the learners.

3.1.3 Background to the Regional ODL Policy: Mr. Thulaganyo Thutoetsile:

The presenter gave a historical trajectory to the development of the current draft regional

ODL policy as follows:

(a) Recognition of Education as Key to Improving Economic Development: SADC

views education as a means of alleviating poverty and enhancing the quality of life of

people in the region. The presenter further stated that in line with the SADC Protocol

on Education and Training, and the SADC Treaty and the SADC Gender and

Development Protocol, a Grant Agreement with the African Development Bank

(ADB) was signed in 2007 to launch a SADC Capacity Building Project in ODL.

(b) Region-wide Study: as a prelude to the development of the regional policy, the

SADC Secretariat conducted a region-wide study of the four sectors (secondary,

teacher, higher, and technical vocation education and training). The primary objective

of the four-sector study was to provide the necessary cross-country comparisons

critical to derive policy framework that describes the important aspects of an enabling

environment for the effective deployment of harmonized ODL in the SADC region

and for promoting cooperation in this area.

(c) The Policy Dialogue Forum: the forum was organized specifically to review and

validate the draft country research reports on the four sectors, and to identify and

reach consensus on the key issues and challenges that should be addressed in the

proposed regional ODL policy and make appropriate recommendations. The presenter

stated that delegates to the forum identified common trends from the country research

reports.

(d) The Common Trends in the SADC Member States: These are high drop outs rates

especially for females, disparities between urban and rural areas, with urban areas

being well off when compared to the rural areas; an increase in the provision of ODL

10

and SADC governments paying a major portion of the provision of ODL, with the

private sector, NGOs, faith based organizations/churches, international organizations,

donor agencies as well as civil society paying a smaller portion.

(e) Opportunities: They are high demand for education, need for upgrading

programmes for workers, and proliferation of new IGs.

(f) Challenges: Lack of national ODL policies in most of the member states; general

poor perceptions of the public to ODL and lack of adequately trained, experienced

and competent staff for various positions in ODL were seen as most salient.

(g) SADC ODL Regional Policy Conference: the presenter explained that the current

conference is to review and validate the developed Regional ODL Policy.

3.1.4 The Policy Context by Mrs. Christobel Chakwana:

(a) Background: The presenter explained the policy context background from two

perspectives as follows:

Global and Continental Commitments to education: The commitment for promoting

learning needs are included in the:

Education For All (EFA)

Millennium Development Goals (MDGs) that call upon Member States to

eradicate Illiteracy by 2015.

The African Union Second Decade of Education on Plan of Action

Regional Policies and Strategic Frameworks: the presenter explained on regional

policies and treaties that recognize education and training as areas for cooperation

under social and human development. The policies are:

The SADC Regional Indicative Strategy Development Plan (RISDP) (2000-2015)

The SADC Protocol on Gender and Development

The SADC Gender Policy

The Protocol on Education and Training (Article 9) that promotes the use of Open

and Distance Learning in improving quality access to education.

(b) General Education and Training Challenges: The presenter stated the general challenge in education and training as disproportional

expansion of education at primary level to that of secondary and higher education

levels.

(c) Challenges to ODL Delivery: The presenter stated the challenges that were revealed through the Four Sector Study

that was conducted in 12 SADC Member States. The challenges include the following:

lack of national ODL policies

negative perceptions towards ODL

inadequate mainstreaming of cross cutting issues such as gender and HIV and AIDS

Lack of adequately trained, experienced and competent staff for various positions in

ODL.

limited collaboration/partnerships and linkages among institutions and between

countries

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absence of a regional qualifications framework and the general lack of monitoring

and evaluation in ODL

Inadequate physical and ICT infrastructure

Limited funding from Governments and other funders

(d) SADC Capacity Building in Open and Distance Learning Project:

From the background of the challenges, the presenter stated that a SADC Capacity

Building ODL Project was launched in 2007 with the aim of contributing to the

development and deployment of ODL in SADC Region.

The Project has two components, namely, the Regional ODL Policy Development

and Strategic Planning and Regional Capacity Building for ODL.

(e) Rationale for the Regional ODL Policy:

The presenter explained that the Protocol on Education and Training provides for

areas of cooperation in various areas such as, policy for education and training,

distance education, lifelong.

Thus, the Regional ODL Policy will enhance integration, harmonization and

maximize utilization of resources in line with the Protocol on Education and

Training, thereby promoting the development and deployment of effective, efficient

and harmonized ODL in the SADC region

(f) Key Issues to be addressed by the Policy:

The presenter explained the key issues of the policy that were agreed upon during the

Policy Dialogue Forum. Some of the issues are:

increase in access and mainstreaming ODL into the education system.

development of national ODL policies and instituting ODL units in SADC member

states.

promotion of collaboration partnership and networks between institutions and

among member states.

streamlining of ODL funding and budgeting.

adoption of user-friendly and gender sensitive curricula

3.1.5 Draft Regional ODL Policy by Dr. F. Mukyanuzi:

Dr F Mukyanuzi presented the Draft Regional Policy. He outlined the methodology used

to develop the policy, then explained the Policy's vision and mission. He proceeded to

present the 11 Key policy focus areas namely:

1. ODL Policy frameworks

2. Governance and Management

3. Public Acceptance of ODL

4. Access

5. Curriculum

6. Regulating ODL Quality

7. Monitoring and Research

8. Accreditation and Certification

9. Collaboration, networking and partnership

10. Funding and Budgeting

11. Cross Cutting Issues

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For each Key policy focus area, the problem within that domain was outlined and

justified. This then led to the policy statement for the focus area and finally several

objectives emanating from the policy statement.

He finally explained the implementation framework, where he outlined the various

functions assigned to various entities for the implementation of the policy.

The Chair-person then opened the floor for comments and questions: The following were

raised by the delegates as follows:

the policy needs to consider lack of electricity in many of our countries where about

20% of our populations have access to electricity.

the policy is a good one as it will provide a shared regional vision and mission for all

member countries.

low acceptance of ODL is being emphasised in the policy – perhaps the focus should

simply shift to advocacy for ODL as in some countries people have accepted ODL by

choice.

there is a need for a close look at accreditation and certification.

there is a need to get the National Qualifications Framework (NQF) and Regional

Qualifications Framework (RQF) completed. This has been a long standing issue

within SADC.

it should be noted that the Qualifications Frameworks are the same for ODL and

conventional learning. Therefore the ongoing QF exercise should be expedited and

our ODL policy should focus more on quality of ODL

the policy needs to state the roles which students, civil society and media can play in

the implementation of this policy. Civil society and media could contribute a lot in

the advocacy for ODL.

research and Development problems in the SADC region are not unique to ODL but

cut across the conventional education system.

there is a need for consistency in the policy document. We need to ensure that the

policy statement is consistently supported by the preceding write ups on the issue and

the justification.

does the policy need to look at the NQF as there already exists another SADC

initiative on the NQF?

the ODL policy has significant emphasis on gender main-streaming – however, there

is an existing SADC initiative on gender issues and there is no need for overlap as

ODL is a big issue by itself.

In response, it was noted that many of the issues raised were valid concerns and

during the course of this week, we need to refine the document to meet our needs. It

was also highlighted that most of the issues involve various departments and other

sectors of SADC and Governments of which our policy cannot fully address. It was

also stated that the Ministers want to see movement with ODL so there is goodwill

for progress.

3.2 Days Two and Three Deliberations:

During these two days, the Conference participants were making discussions in groups. There

were five groups. According to the guidelines that had been issued on the criterion for forming

group discussions, each participant initially indicated her/his area of interest/specialization,

13

which signaled the group to which she/he was to belong. These groups with their respective

areas of foci were as follows:

Group 1 was assigned Policy Frameworks and Governance and Management.

Group 2 handled Regulation of ODL Quality, Accreditation and Monitoring as well as

Research.

Group 3 was given collaboration cum partnership and cross cutting issues.

Group 4 dealt with access and funding cum budgeting.

Group 5 did ODL public acceptance and curriculum.

Before starting their work, the five groups were given specific instructions to be complied with

during their deliberations. First they were to choose their respective Chairpersons and

rapporteurs. Then they were all to review chapters 1, 2 and 4 of the policy draft and suggest

areas for improvement.

Regarding Chapter 3, which was the central and core area for concentration, all the groups were

required to first assess the eleven key policy areas, to see which ones were not relevant and

therefore could be dropped; which ones could be added; which ones could be retained albeit with

some amendments and which ones could be adopted as they were.

After this initial task; each group was then to confine itself to its assigned area as already stated.

The specific guidelines to be observed were whether:

the assignment policy focus areas were really policy focus areas;

the policy areas were adequately clear and properly phrased;

the issues, their justification, their corresponding policy statements and objectives had

coherence and consistency.

3.3 Proceedings for Day 4:

On the fourth day of the Conference, deliberations were as sketched hereunder:

3.3.1 Introduction of the new Chairperson - Heroldt Murang - by Project

Coordinator:

The Project Coordinator, Thulanganyo Thutoetsile introduced the new Chairperson,

Mr. Heroldt Murang. He noted that the Chair person Conference, Dr. Mowes, was

ill and was not able to attend the conference and therefore Heroldt Murang replaced

her. As part of the introductory remarks, the Project coordinator informed the

delegates that Mozambique was celebrating the National Women’s day and were

invited to join Mozambique regarding that celebration. Furthermore, he then gave the

floor to Mr. António Franque, from Mozambique who spoke about the date.

Before calling the groups to make their presentations, the Chairperson reminded

delegates that it had been agreed before that chapters 1 and 2 were not for

presentation. However comments and recommendations on them could be made.

Presentations therefore were to be made on chapters 3 and 4. The Chairperson then

informed that each group would have one hour for the presentation including

comments and observations.

Just to note, during the plenary session, the Chairperson asked the delegates to

congratulate Mr. João Cristovão Diogo Cafuquena who was turning 45 years old.

14

3.3.2 Presentations of Group Work:

Group 1: ODL Policy Framework, Governance and Management

(a) ODL Policy Framework

Statement in the policy Proposed statement by group

Title 3.7.1 ODL Policy Frameworks National ODL Policy Frameworks

Issue Policy frameworks in most of the SADC

Member States comprise ODL statements

which do not provide solid framework to

support the development of this

important mode of education and training

delivery.

Most of the SADC Member States

lack comprehensive policy framework

to support and guide the development

of ODL.

Issue

Justification

Because of lack of relevant policy

frameworks, the use of ODL has not

always been properly coordinated with

other efforts such as the provision of

adequate resources and the development of

adequate supporting infrastructures. The

existence of a policy framework

underscores a government’s commitment

to ODL and allows for the marshalling of

resources needed to support and accelerate

the provision of ODL programmes. Solid

policy frameworks are needed for guiding,

supporting and regulating the development

and delivery of ODL in both public and

private institutions.

A clear ODL policy at national level is a

necessary condition for creating an

enabling environment and for supporting

the development of institutional ODL

policies. It is becoming clear from relevant

literature and international practice that

where there are clear and unambiguous

policy directives managing the

application of Open and Distance

Learning, sustainability and success have

been remarkable and where these did not

exist, disappointments have been evident.

In this context, the SADC Protocol on

Education and Training highlights the

need for Member States to formulate

national policies on Distance Education

in order to provide a framework for co-

operation at the regional level.

National Policies in most of the

SADC Member States comprise ODL

statements which do not provide solid

operational framework to support the

development of this important mode

of education and training delivery;

Reference should be made to the four

sector study reports by Member

States to inform the justification i.e.

evidence/statistics

15

Policy

statement

Member States shall create enabling

policy environments that promote the

development and effective

implementation of Open and Distance

Learning programmes, ensure that ODL

is a national and integral initiative which

contributes to national development and

merits allocation of appropriate human

and financial resources.

Member States shall create enabling

policy environments that promote and

support the development and effective

implementation of Open and Distance

Learning programmes;

Member States shall ensure that ODL

is an integrated programme which

contributes to national development

and merits allocation of appropriate

resources.

Policy

objectives To integrate Open and Distance

Learning into the national education

and training systems through national

policies

To provide ODL with the necessary

political support that reflects

government commitment to its

development

To provide frameworks for allocating

sufficient human and financial

resources to ODL institutions and their

respective programmes.

To encourage the development of

national ODL policies that are linked

to other relevant national policies and

take cognizance of relevant regional,

continental and global commitments to

education and training in general and

Open and Distance Learning in

particular.

To encourage and support the

development of national and

institutional ODL policies and their

respective strategic plans

Member States shall:

Integrate Open and Distance

Learning into the national

education and training systems

through national policies

Encourage the development of

ODL policies that are linked to

other relevant national policies and

are in line with regional,

continental and global

commitments to education and

training in general and Open and

Distance Learning in particular.

Provide necessary political support

that reflects governments’

commitment to ODL development

Provide mechanisms for allocating

sufficient human, infrastructural

and financial resources to ODL

institutions and their respective

programmes.

Implementation Strategies

Integration of ODL Policy review and revision (including curriculum

review)

Advocacy and sensitization

Establishment of ODL structures within relevant

ministries

Encourage the development of ODL policies Research and innovations

Policy review

National and regional consultations

Advocacy and sensitization

Provide necessary political

support that reflects

governments’ commitment to

ODL development

Lobbying and advocacy

Enactment of supporting laws

Publicity and national consensus

Provide mechanisms for

allocating sufficient human,

infrastructural and financial

resources to ODL institutions

16

Building networks with regional, continental and

global structures

Encourage and support the development of

institutional policies guided by their respective

national strategic plans

Capacity building for ODL practitioners

Research and innovations

Advocacy and sensitization

Consultations and benchmarking

and their respective programmes

Lobbying and advocacy

Capacity building for ODL

Institutional strategic and business

plans

Resource mobilization

(b) ODL Governance and Management

Statement in the policy Proposed statement by group

Title 3.7.2 Governance and Management ODL Governance and

Management

Issue .The governance structures and

management systems of most of the

ODL institutions in the Region do not

sufficiently facilitate rapid response

to the emerging needs of learners,

particularly because institutions lack

the necessary human resource

capacity.

Most Member States have weak

governance structures and

management systems, and lack the

necessary human resource capacity

to manage the development and

delivery of ODL programmes

Basis: Issue lacked clarity and not in

sink with the theme, policy objectives

Issue

Justification

One of the inherent advantages of

ODL, is that it can provide flexibility,

which enables institutions to respond

quickly to market demands. Most of

the ODL programmes are either part

of conventional institutions or line

Ministries, that is, government

departments, whose governance

structures and associated bureaucratic

procedures do not provide sufficient

autonomy to respond quickly to

emerging needs of potential and

current learners and society, in terms

of developing and approving new

and relevant programmes of study

and curricula.

Studies have shown that the

management systems of ODL

institutions are largely determined by

the governance, organizational

structures and regulations of their

parent Ministries. These do not take

The governance structures and

management systems of most of the

ODL institutions in the Region do

not sufficiently facilitate rapid

response to the emerging needs of

learners.

Other considerations Reference should be made to the four

sector study reports by Member

States to inform the justification i.e.

evidence/statistics

Serious recast of the section ---- this

applies to all issue justifications

17

into account the unique requirements

of distance learning programmes,

particularly in terms of human

resource development. Therefore

ODL institutions are unable to

maintain both the quantity and quality

of their services and efficiency of

their operations. In order to be

successful, ODL institutions need

well - qualified and experienced

teams to plan and manage

implementation of programmes, right

from the beginning. Unfortunately

there is shortage of qualified staff for

guiding and influencing the

development of distance education

policies and for planning, managing

and evaluating distance education

programmes, in Member States. As a

consequence, many of the staff

engaged in ODL are either not trained

or have inadequate training in ODL.

Policy statement Member States shall strengthen the

capacities of ODL institutions to

deliver their courses through

appropriate governance structures

and effective management systems.

Policy

objectives To enhance the capacity of ODL

institutions through relevant,

responsive and efficient

governance and organizational

structures

To provide adequate and effective

administrative and management

support to programmes.

To develop human resource

capacity to plan, develop, deliver

and evaluate ODL programmes

Member States shall:

Enhance the effectiveness of ODL

institutions through relevant,

responsive and efficient

governance structures and

management systems

Provide adequate administrative

and management support for

effective delivery of ODL

programmes.

Develop human resource capacity

to plan, develop, deliver and

evaluate ODL programmes

18

Implementation Strategies

Enhance the effectiveness of ODL

institutions through relevant, responsive

and efficient governance structures and

management systems

National and institutional audits

Effective EMIS

National coordination structures

Capacity building

Develop human resource capacity to

plan, research, develop, deliver and

evaluate ODL programmes

Continuing professional development and

training

Effective EMIS

Recruitment

Provide adequate administrative and

management support for effective delivery

of ODL programmes

National and institutional audits

Effective EMIS

National coordination structures

Additional Policy Focus Area

Training and development

Basis: Owing to limited human capital to take forward the agenda

Group 2: Regulating ODL Quality, Monitoring and Research, Research and Development

and Regional Qualifications Framework

(a) Regulating ODL Quality

Statement in the policy Proposed statement by group

Title 3.7.6 Regulating ODL Quality Promoting ODL Quality

Issue 3.7.6.1 Quality Assurance

Quality concerns in ODL programme

development and delivery

3.7.6.1 Quality Assurance

Framework

Issue

Justification

The issue justification needs to be

rephrased to allude to specific issues of

quality institutions face (development

of materials, delivery, leaner support

services). The four sector studies could

help.

Policy statement There shall be a Regional Quality

Assurance system to monitor and

evaluate the standards of ODL

provision in the SADC region.

There shall be a regional quality

assurance framework to promote the

monitoring and evaluation of quality in

ODL.

Policy objectives To develop a Regional quality

assurance framework to regulate the

standards of ODL institutions.

To facilitate interstate mobility of

learners, academic staff, researchers

and resources.

To monitor quality performance of

Replace regulate by promote

Remove the statement to 3.7.8

about accreditation and

certification.

19

ODL development and delivery in

the region.

(b) Monitoring and Research

Statement in the policy Proposed statement by group

Title 3.7.7 Monitoring and Research Monitoring and Evaluation

Issue Tracking of indicators in the SADC

Member States is not standardized

Measuring and reporting on ODL

progress in member states has been

a challenge.

Issue

Justification

Each SADC member state, following

its own ODL policy tends to plan how

best to promote ODL activities using

its own indicators. However, such

activities need to be regularly shared

among the member states and the

standard of performance compared. In

the process, reporting on

implementation across the member

states will offer an opportunity for

each member state to examine what

others will have done concerning ODL

and consequently doing formative

work. All these activities, will

obviously need a coordinating strong

body at the regional level for

monitoring, evaluation and providing

professional advice to member states

and to the SADC Secretariat on how

ODL implementation should

professionally be improved.

There is no a systematic M&E in

SADC member states.

Policy statement SADC member states shall institute a

Regional ODL Monitoring and

Evaluation Framework to track

regional and national indicators

SADC member states shall

domesticate the regional ODL

Monitoring and Evaluation

Framework.

Policy

objectives To track regional progress on the

provision of ODL

To facilitate information sharing

among member states on the

development and deployment of

ODL.

The first objective should be to

adopt and adapt the framework.

Replace to track by to assess…

(c) Research and Development

Statement in the policy Proposed statement by group

Title 3.7.7.2 Research Development Research Development and

Dissemination

Issue ODL-related research and its There is limited research,

20

dissemination is not adequately

supported by SADC member states.

development and dissemination

(RDD) on ODL, in the region.

Issue

Justification

In the 2006 SADC study, it was

reported that ODL-related research is

not only scanty in comparison with

research in conventional learning,

but is also less encouraged and

supported in terms of conduct and

dissemination. When research

processes are poorly effected, it

means the populace cannot learn

enough about ODL. Dissemination

of ODL research transcends national

boundaries here so consumers within

the SADC region need information

sharing fora to be able to appreciate

each others’ work. Moreover, such

research activities in the Region need

to be jointly carried out for

maximum use of available capacities

and physical resources

When research processes are poorly

effected, it means the populace cannot

learn enough about ODL.

Dissemination of ODL research

transcends national boundaries here

so consumers within the SADC

region need information sharing fora

to be able to appreciate each others’

work. Moreover, such research

activities in the Region need to be

jointly carried out for maximum use

of available capacities and physical

resources.

Policy statement SADC member states shall support

ODL-related research in terms of

conducting it and disseminating its

findings within and among these

countries.

SADC member states shall invest in

ODL research and development.

Policy

objectives To enhance support to ODL

related research among SADC

member states

To facilitate a coordinated and

harmonized approach to ODL

research

To explore how each member

state research can be a source for

informed decision at the regional

level.

Promote and support ODL…

no changes

To document and disseminate

research outputs in ODL, using

various means and forums.

To allocate funds for ODL

research and development.

(d) Regional Qualifications Framework

Statement in the policy Proposed statement by group

Title 3.7.7.2 Research Development Research Development and

Dissemination

Issue There is no Regional Body to

regulate national qualifications

acquired by SADC members within

the member states

There is no Regional Qualifications

Framework to facilitate

harmonization/alignment of

qualifications offered by institutions in

21

SADC member states.

Issue

Justification

Each SADC member state has a set

of ODL qualifications that though

recognized nationally, they are not

equally recognized at the regional

level. The problem in this regard is

that each member state has its own

system of certification which cannot

automatically be accepted by

another country without having a

clear base for comparison. This

problem emanates from the fact that

comparability of interstate

qualifications is yet to be based on

well known criteria.

Each SADC member state has a set of

ODL qualifications that though

recognized nationally, they are not

equally recognized at the regional

level. The problem in this regard is that

each member state has its own system

of certification which cannot

automatically be accepted by another

country without having a clear base for

comparison. This problem emanates

from the fact that comparability of

interstate qualifications is yet to be

based on well known criteria.

Policy

statement

There shall be created a Regional

Qualifications Mechanism for

recognizing and approving inter

member state awards and credentials

at various ODL levels.

There shall be a Regional

Qualifications Framework to facilitate

credit recognition, articulation and

transfer.

Policy

objectives To have an ODL system within

SADC member states that will

lead to required use of the

academic credentials awarded in

the various countries

(To have a system within the

SADC member states which

recognizes equivalence of

academic awards/credentials

offered through the ODL Mode

To motivate SADC member

states to offer through the ODL

mode the type of education and

training that will easily be

compared with what will have

been offered in other member

states.

To develop a system which facilitates

recognition of educational and training

credentials awarded by various

institutions within SADC region,

whether by face to face or by ODL.

22

Group 3: Collaboration, Networking and Partnership

Cross Cutting Issues (HIV/AIDS)

Gender Mainstreaming

(a) Collaboration, Networking and Partnership

Statement in the policy Proposed statement by group

Title 3.7.9

Issue Although there has been collaboration

and patternership among SADC

member states in the management of

ODL, this has involved relatively few

countries and non-government

institutions.

Issue

Justification

While SADC member states are

currently trying their best to

implement ODL given its role in

development, these, however, are not

equally endowed in terms of

resources, be they human, financial,

material etc. In terms of human

resources, some have had longer

experience in implementing the mode

(Swaziland, Zambia, Tanzania,

Botswana, Malawi), than others…

Zimbabwe to be included in the

list of countries with a long

history of ODL.

In some member states

collaboration efforts and counter

part support has been limited in

sectors such as teacher education,

technical and vocational education

and training.

Policy statement Mechanisms to promote

collaboration, partnership and

networking among SADC member

states and with the world of business

and industry for promotion of ODL

provision, shall be created and

supported.

Adopted as presented in the policy

document

Policy

objectives To ensure that Member states

implement programmes and

activities for which they have

comparative advantage in order to

reduce duplication and enhance

efficiency;

To ensure that the limited

resources are efficiently and

effectively utilized within the

member states;

To enhance information sharing

among SADC member states on

the one hand and with the world of

Additional Objective To mobilize and strengthen

stakeholder support fors ODL

provision in SADC member states

and beyond

23

business and industry on the other

for ODL support.

STRATEGIES

Promote a multi-sectoral approach to ODL in member states

Create synergies and facilitate student and teacher exchange programmes at national and

regional levels.

Promote exchange of information and resources

Institute regional and national committees to oversee the implementation of ODL

Encourage involvement of different stakeholders in ODL

Strengthen advocacy for ODL

(b) Cross Cutting Issues, HIV/AIDS

Statement in the policy Proposed statement by group

Title 3.7.11

Issue HIV/AIDS has had devasting effects

on the population by reducing

enrolment and attendance as well as

the teaching force and resulting into

an ever increasing number of

orphaned and vulnerable children

who have been left without well

planned education and training

support.

HIV/AIDS has had devastating

effects on the provision of ODL in

the SADC region

Issue

Justification

In most member states enrolment at all

levels has been affected by the

HIV/AIDS pandemic, rendering the

youth to fail acquiring education and training which is so critical in their

social, economic and political life.

Even those who have been enrolled,

their attendance has not been regular,

resulting into limited learning and

acquisition of half-baked education.

Worse still, the pandemic has

gradually led to an ever increasing

number of orphaned and vulnerable

children who, apart from remaining

semi-illiterate, have little hope in the

equity arrangements by member

states. On the part of teachers,

HIV/AIDS has systematically

reduced their life expectancy in most

member states, leading to teacher

shortages and or high teacher pupil

ratios and therefore exerting high

demand for this type of personnel. As

In most member states educational

enrolments and attendances at all levels

have been affected by the HIV/AIDS

pandemic, making the learners fail to

acquire education and training which

is so critical in their social, economic

and political life. Worse still, the

pandemic has led to an ever

increasing number of orphaned and

vulnerable children who, apart from

remaining semi-illiterate, have little

hope in the equity arrangements by

member states. On the part of

teachers, HIV/AIDS has reduced

their life expectancy, leading to

teacher shortages and or high teacher

pupil ratios thereby exerting high

demand for this type of personnel.

ODL as a mode learning would help

to narrow and mitigate the negative

effects of HIV/AIDS.

24

it is, governments in member states,

through the conventional education

and training mode, have not managed

to narrow this widening gap.

Policy statement The SADC Regional office shall

improve the management of ODL

through the identification of key

issues that address the marginalized

groups

The SADC Regional office shall

improve the management of ODL

through the identification of key issues

that address HIV/AIDS as reflected in

respective national HIV/AIDS policies.

Policy

objectives To bring to light pressing issues

facing the disadvantaged groups

To make ODL policies and

practice in the SADC Regional be

responsive to the needs of the

marginalized groups both HIV

affected and infected groups.

To reduce disparities between rural

and urban geographical areas

Moved all except one objective to the

relevant sub sections (Gender, ESD

& Disadvantaged Groups).

To promote ODL policies and

practices that are responsive to

HIV/AIDS.

To mainstream HIV/AIDS issues in

ODL programmes and activities

To enhance the state of preparedness

for HIV/AIDS in SADC member

states

STRATEGIES

Encourage multi-sectoral approaches to HIV/AIDS

Mainstream HIV/AIDS awareness issues in ODL programmes encourage proactive

approaches to mitigate HIV/AIDS

Promote the inclusion of updated approaches to address HIV/AIDS in the curricula and

teaching methodologies

(c) Gender Mainstreaming

Statement in the policy Proposed statement by group

Title 3.7.11.2

Issue ODL programmes practically in all

the member states are yet to take into

consideration the various dimensions

of gender especially in terms of

promoting a gender sensitive non-

formal education and Open and

Distance Learning programmes.

ODL programmes in most member

states are yet to take into

consideration the various dimensions

of gender.

Issue

Justification

Adopted with minor changes which

include limited ODL programmes

that target social institutions such as

families and religious organizations

and practices which tend to promote

gender inequality in some cases

Policy statement Member States shall promote

participation of women, men, girls

and boys in all ODL education and

Adopted as presented in the

document

25

training programmes to strengthen

their contribution to and benefit from

regional and national education

development agendas.

Policy

objectives To promote gender equality in ODL

policies, systems, and programmes

in order to specifically address

female-related constraints including

gender stereotypes in education,

gender based violence and sexual

violence among others.

To facilitate mainstreaming of

gender in ODL systems with a view

to effectively deal with specific

problems that constrain women and

girl child and in some cases the boy

child education.

To facilitate gender mainstreaming

through affirmative actions with a

view to ensuring that the ODL

system promote female education.

Adopted as presented in the document

STRATEGIES

Mainstream gender in ODL policies and programmes

Integrate gender sensitivity in the design of curricula, methodology and teaching-learning

materials

Promote gender affirmative action in ODL

Create awareness and advocate gender issues for ODL among all stakeholders

Create a budget for gender mainstreaming in ODL

Group 4: Access, Funding and Budgeting

(a) Access

Statement in the policy Proposed statement by group

Title 3.7.4.1 Demand for ODL programmes Sufficiency of ODL capacity

Issue ODL institutions are not able to meet

the demand for programmes and

courses due to their insufficient

capacity.

The statement on demand of ODL

should come in line with the public

awareness creation to make potential

beneficiaries perceive it as positively

as they do for the conventional

education system

Issue

Justification

ODL is increasingly becoming popular

world – wide because of the advantages

it offers, which include wider access,

outreach and cost-effectiveness,

potential for democratization of

educational opportunities, opportunities

for life long and continuing education

and relaxed entry qualifications and

The issue of admission rigidities

should be transferred from this part to

the part about challenges/problems.

The justification part should end up at

“…one’s pace and convenience

26

provision for learning at one's own pace

and convenience…

Policy

statement

Member States shall facilitate

increased access to education at all

levels and training systems as a

means of developing lifelong learning

for young people and adults

Member States shall facilitate

increased access to education and

training through ODL at all levels

Policy

objectives To widen access to ODL

programmes through policy

frameworks and mechanisms that

accommodate credit accumulation,

credit transfer, and recognition of

prior learning between institutions

and between the countries in the

region;

To make greater use of ICT for

efficient logistics in the delivery of

courses;

(To increase the breadth and equality

of access through the use of

appropriate media and instructional

resources that address the challenges

of providing education and training

to the poor, girls and women, people

with disabilities and those in remote

rural areas;

To reach learners out there who are

currently not covered by the

conventional system;

To encourage and support the

participation of non –

governmental organizations/private

sector in the provision of ODL;

To address challenges related to

situational and personal

circumstances of learners that limit

their success in ODL

To widen access to ODL

programmes. To increase the breadth and equality

of access through the use of

appropriate media and instructional

resources.

To reach out to potential learners who

are currently not covered by the

conventional system

To facilitate the increased

participation of parents, non –

governmental organizations, private

sector and other key stakeholders in

the provision of ODL

STRATEGIES

Increase infrastructure

Carry out continuous need assessment

Introduce context based teaching programs for ODL learners

Raise awareness

Conduct needs analysis

Advocacy campaigns

Incentive mechanism for companies/NGO’s that support ODL

Recognition and coordination of private ODL providers

27

(b) Infrastructure and ICT

Statement in the policy Proposed statement by group

Title 3.7.4.2 Infrastructure and ICT ICT Infrastructure

Issue Multimedia and ICT service centres

to provide support to ODL

institutions in the Region are limited.

Adequately addressed

Issue

Justification

Designing a virtual classroom calls

for consideration of the nature of the

leaner audience in order to have in

place an appropriate learner- centred

technology environment. The choice

of a particular instructional

technology will have access

implications on its learners. Access

issues that are considered in this

respect include emails, computers,

internet connections, web browsers

etc. Lack of access to relevant

technology has been found to be one

of the key challenges to ODL

development in most SADC member

states. Secondly, literature abounds

that in most of these member states,

those residing outside metropolitan

areas do not have access to reliable

computers and internet service

providers. Thus most of the time,

these make use of the postal mail,

which is a source of delay in getting

study and library materials in time. Thirdly for some ODL learners wishing

to undertake ODL programmes in other

SADC member states, time differences

limit their ability to participate in

synchronous activities. Lack of

interaction can lead to isolation and

failure to get instant feedback. Thus the

alluded intra and inter member state

ODL learner issues relating to ICT

could be mitigated if there were an ICT

and multi-media centre at the Regional

level. Through information sharing

between ICT experts from member

states and the Centre, most of the

raised issues could certainly be

Lack of ICT infrastructure and

appropriate technology has been

found to be one of the key challenges

to ODL development in most SADC

member states. In most of member

states, those residing outside

metropolitan areas do not have

access to reliable computers and

internet service providers. Thus most

of the time, these make use of the

postal mail, which is a source of

delay in getting study and library

materials in time. There are issues of

ICT infrastructure to be addressed

such as energy source, connectivity,

computer laboratories and other

hardware. There is a need to revisit

and encourage use of local friendly

media such as recorded and

broadcast materials, mobiles phones

etc. in deed there is the need to

consider accessibility and flexibility.

In most areas, using blended learning

approach could be more appropriate

For some ODL learners wishing to

undertake ODL programmes in other

SADC member states, time

differences limit their ability to

participate in synchronous activities.

Lack of interaction can lead to

isolation and failure to get instant

feedback. Thus the alluded intra and

inter member state ODL learner

issues relating to ICT could be

mitigated if there were an ICT and

multi-media centre at the National

and Regional level. Through

information sharing between ICT

experts, ODL educators and learners

28

resolved. from member states and the Centre,

most of the raised issues could

certainly be resolved. Designing a

virtual classroom calls for

consideration of the nature of the

leaner audience in order to have in

place an appropriate learner- centred

technology environment

Policy statement A state of the art SADC multimedia

and ICT centres shall be created to

provide support to the ODL

institutions in the Region as well as

training and attachments for ODL

staff.

The policy statement was changed

into an objective because it addressed

only one aspect of ICT infrastructure.

A revised statement was written to

reflect the justification (Not found in

the slides)

Policy

objectives To enhance professional support to

ODL staff in the Region which

would in turn contribute to

improved ODL provision.

(To lead to information sharing on

multimedia and ICT at the regional

level with the purpose of

supporting member states

To resolve the ICT and multimedia

scarcity in the member states

To make greater use of ICT for ODL.

To develop ICT expertise for ODL.

To encourage information sharing on

ODL at National and regional level.

To increase ICT resources in the

member states

STRATEGIES

Provide training and capacity building

Establish national and regional networking fora

Raise awareness

Needs analysis

Establish links with major ICT suppliers

6. Lobby Governments to accelerate establishment of ICT infrastructure.

(c) Mainstreaming ODL in the Education and Training

Statement in the policy Proposed statement by group

Title 3.7.4.3

Issue The ODL delivery mode is yet to be

mainstreamed in the education and

training system.

Adequately covered

Issue

Justification

The ODL delivery mode has been

functioning for long and through it; so

many learners in respect of each of

the four sectors have been its

beneficiaries. Despite this widespread

utilization of the mode, it has not been

The word “impart” gives the

impression of the old content based

education. So the sentence should be

rephrased so that it reflects the

competence learner centered

education

29

formally recognized and neither has it

been officially proclaimed by all

SADC member states as a mode to be

mainstreamed in the education and

training system. The issue for

example of data keeping relating to

equity, access, quality, etc which is

constantly evaluated in the

conventional system is yet to be

systematically and regularly pursued

in the ODL Mode. As well, issues of

formal registration and resource

allocation, etc are yet to be areas of

serious concern in ODL. The ODL to

many is still seen as an appendage or

subsidiary to the conventional mode.

Member states need to be persuaded

on this so that they see ODL as an

independent and complete-in-itself

system, through which education and

training can efficiently and effectively

be imparted. It should thus merit the

kind of treatment accorded to the

conventional mode.

Policy statement ODL shall be mainstreamed into the

education and training system as a

recognized delivery mode applicable

to all the four sub-sectors.

Adequately covered

Policy objectives To raise status of the ODL mode so

that it is comparable to the

conventional one

To sensitize the public to make use

of the ODL mode so that member

states can increase access to

education of their people.

To mainstream ODL in the education

system

To sensitize the public to make use

of the ODL mode.

STRATEGIES

Lobby

Raise awareness

(d) Learner Support

Statement in the policy Proposed statement by group

Title 3.7.4.4

Issue ODL learners in SADC member

states have limited support.

ODL learners in SADC member

states have limited support.

Issue For consistence purposes, the word

30

Justification “online” should be replaced by

“ODL”. The word “traditional”

should be replaced by “conventional”

Policy statement A Support Service Unit shall be

instituted at the Regional level as an

initiative of member states to provide

basic information to learners and

graduates on ODL access,

opportunities and development.

Add the “national level” element

Policy

objectives To help ODL applicants and

online learners access to basic

information that can attract them

to the ODL mode.

(To provide basic information to

ODL graduates that can facilitate

their access to employment

To increase the confidence of the

public that through the ODL mode

one can acquire equally sound

education like the conventional

mode

To cultivate an institutional

culture and environment which is

supportive of online learners

To help potential ODL learners

access to basic information that can

attract them to the ODL mode.

To provide services that address

challenges for ODL learners.

To provide basic information to ODL

graduates that can facilitate their

further education, networking and

access to employment.

To cultivate societal and institutional

culture which is supportive to ODL

learners

STRATEGIES

Raising awareness

Establish learning centres at provincial level

Social networking and learning platform for learners

Set-up information centres

Facilitate establishment of alumni associations

(e) Funding, Budgeting and the Resource-base

Statement in the policy Proposed statement by group

Title 3.7.10 Funding, Budgeting and the

Resource-base

Funding, Budgeting and Resource

Mobilization

Issue The modality for and proportion of

ODL funding and budgeting in most

SADC member states is dependent

and part of the conventional sub-

system, which does not address the

escalating demand for ODL.

The statement was rephrased (Not

found)

Issue

Justification

… The term conventional/ODL

“system”, “sub-system”, “sub-sector”

were replaced by the term “mode”.

Policy statement (a) ODL funding and budgeting in SADC member states shall establish

31

SADC member states shall be

mainstreamed in the Education and

Training system at all levels.

(b): An ODL funding Committee

shall be created at the Regional level

to serve as a think tank on how

efficiently ODL funding in member

states can meet demand on a

sustainable basis.

mechanisms to mainstream and

increase funding for ODL

Policy

objectives To elevate ODL so that it is

accorded comparable status

accorded to the conventional

mode.

To make the ODL institutions

independent subsystem of the

conventional one, in terms of

resource planning.

To bring it to the awareness of all

stakeholders that ODL as an

education system merits as much

support as the conventional one.

To sensitize ODL institutions to

design their budgets in accordance

to their demand and to formulate

their sources of funding

accordingly.

To elicit ODL financial support

through a Committee of Regional

experts who will ensure ODL

demand is met on a sustainable

basis.

To create an ODL funding Committee

at the National and Regional level

To create a stand alone budgeting and

funding for ODL

To lobby for increased funding for

ODL from stakeholders

To sensitize ODL institutions on own

budgeting and fund raising.

To sensitize ODL institutions to create

programmes that are self sustaining

STRATEGIES

1. Establish ODL funding committee at National and Regional level

2. Sensitize member states

3. Sensitize stakeholders

4. Provide budget and funding guidelines to ODL institutions

5. Provide guidelines

Group 5: Public Acceptance of ODL and Curriculum

(a) Public Acceptance

Statement in the policy Proposed statement by group

Title 3.7.3.1 Perceptions on ODL (take to

Background)

Issue The ODL mode is considered by the

public and some professionals in the

The ODL mode is considered by the

public and some professionals in the

32

face –to - face systems to be of lower

standard especially in respect of

TVET where practical work is

necessarily required.

face –to - face systems to be of lower

standard. This is considered more

acute in TVET especially in respect

of TVET where practical work is

necessarily required.

Issue

Justification

Agreed with the original

Policy statement Member States shall accord ODL

providers and beneficiaries the same

professional and academic

recognition, integrity and status as in

the conventional system.

Policy

objectives

To reduce prejudices and

misconceptions about ODL

To increase awareness of the

benefits of ODL among key

stakeholders (high level decision

makers, formal and non-formal

educators, Civil Society, parents,

learners and employers;

To increase utilization of ODL by

education and training providers

and learners;

To advocate improve commitment

to the development of ODL by

decision makers (politicians, senior

Government officials and heads of

Education Institutions);

To increase recognition of ODL

graduates by employers and

educational institutions;

To improve the quality of ODL

provision. (to go to 3.7,6 under

quality)

To increase the number of

institutions and agencies

committed to, and actively engaged

in planning, developing and

implementing sustainable and well

functioning ODL systems.

33

Implementation Strategies

Advocacy of ODL

awareness through the media, workshops, publicity, publication, marketing, advertising

Training of the

public in the use of ODL system

Create synergy

among various ODL stakeholders

Creation of

partnership with employers to embrace the ODL teaching mode

Create ODL

agencies and funding institutions

Encourage formal

Teacher Training College

Setting up of ODL

directorates and units at the Ministry of Education, provincial and district levels; these

have to be headed by senior staff

Strengthening the

ODL system through staff and member training

Creation of managerial programmes

(b) Coordination of National ODL Activities

Statement in the policy Proposed statement by group

Title 3.7.3.2 Coordination of national ODL

activities

Establishment of national ODL

structures (take to governance and

management)

Issue Poor establishment coordination of

activities at national level.

There is lack of or poor ODL

structures at the national level in

Member countries Issue

Justification

Growth and development of any

programme activity demands that

there be appropriate structures to

coordinate and direct activities. to co-

ordination and direction. Some

SADC member states do not have

ODL co-coordinating units such as

ODL Departments. Under such

circumstances, ODL stakeholders are

not easily mobilized for a common

purpose in terms of co-ordination of

ODL activities and for effective

participation in the ODL

Growth and development of any

programme demands that there be

appropriate structures to coordinate

and direct activities. Some SADC

member states do not have ODL co-

coordinating units such as ODL

Departments. Under such

circumstances, ODL stakeholders are

not easily mobilized for a common

purpose in terms of co-ordination of

ODL activities and for effective

participation in the ODL

implementation processes.

34

implementation processes.

Policy

statement

SADC member states shall institute in

their respective Ministries of

Education and Training,

Units/Departments which shall solely

be in charge of Open and Distance

Learning development.

SADC member states shall, in their

respective ministries responsible for

education and training,

establish/strengthen structures which

shall be in charge of ODL

development (Adopted)

Policy

objectives To institute Departments To

establish structures within

Ministries of Education and

Training to implement ODL

activities which shall lead to more

in an efficient and effective

manner. .implementation of ODL

activities.

To strengthen ODL structures

which shall promote, mobilize,

harmonize and coordinate potential

resources for increased ODL

recognition.

To establish ODL departments that

shall intensify ODL activities thus

deepening the publicity of the

mode .

To institute ODL departments that

shall harness and coordinate

possible resources for ODL

development.

To harmonize and co-ordinate

ODL for increased recognition.

To establish structures within

Ministries of Education and

Training to implement ODL

activities in an efficient and

effective manner.

To strengthen ODL structures

which shall promote, mobilize,

harmonize and coordinate

potential resources for increased

ODL recognition.

Implementation Strategies

(c) The Curriculum

Statement in the policy Proposed statement by group

Title 3.7.5

Issue Most of the ODL programmes are

extensions of full time programmes,

that is, ODL institutions offer formal

education equivalency courses.

There is no purposeful design in

some of the ODL programmes to

meet the diverse needs of learners.

(Adopted)

Issue

Justification

ODL programmes are not always

purposefully designed to meet the

diverse needs of learners from

ODL programmes are not always

purposefully designed to meet the

diverse needs of learners from

35

different socio – economic

backgrounds, such as young people,

disadvantaged women, persons with

disabilities, rural communities and

people who have been unable to

access or complete different cycles of

formal education. This lack of

appropriate curriculum design cuts

across the Member States. The

perception that ODL mode of

delivery cannot be used in certain

disciplines makes it very restrictive.

The need to achieve the Millennium

Development Goals (MDGs) and

Education for all necessitates

diversification of curriculum is

necessarily required.

different socio – economic

backgrounds, such as young people,

women, persons with disabilities,

rural communities and people who

have been unable to access or

complete different cycles of formal

education. This lack of appropriate

curriculum design cuts across the

Member States. The perception that

ODL mode of delivery cannot be

used in certain disciplines makes it

very restrictive. The need to achieve

the Millennium Development Goals

(MDGs) and Education for all,

necessitates diversification of

curriculum.

Policy statement Member States shall promote the

expansion and diversification of

ODL programmes and services in

order to meet the diverse needs of

learners.

Adopted

Policy

objectives To undertake curriculum reforms

that will enable ODL institutions

offer relevant, socially and

economically important

programmes.

To address issues of curriculum

equity and equitable support

structures for distance learners, that

is including relevance of content,

assessment methods and learning

outcomes or achievements.

To provide suitable instructional

resources and conducive friendly

learning environment for all

learners including those people

with special needs. disabilities,

women and girls and people living

with HIV and AIDS.

To undertake curriculum reforms

that will enable ODL institutions

offer relevant, socially and

economically important

programmes;

To address issues of curriculum

equity and equitable support

structures for distance learners,

that is including relevance of

content, assessment methods and

learning outcomes or

achievements;

To provide suitable instructional

resources and conducive learning

environment for all learners

including those with special

needs.

Implementation Strategies

Identification of

needs of all learners including those with special needs,

Curriculum

review within and among the SADC member States,

3. Development of

36

suitable instructional materials based on the learner’s needs.

Additional Policy Focus Area

Group 1

Training and development

Issue: Refer to consultant

Policy Statement

Group 3

Inclusive education to be adopted throughout the policy document

Focus on ESD should be separated from inclusive education

Issues arising from the presentations:

The whole policy framework document needs to be revised in terms of:

o Language and editing

o Minimize negative perceptions towards ODL

o Check on comparisons made between ODL and face to face mode of delivery

o Avoid overemphasizing gender

o Use the information available on the four sector studies for evidence

There are gaps in information about the SADC Member States in the Background document.

Thus, there is need to rewrite the background, presenting the history of ODL in colonial and

post colonial period, contextualizing how the region fits in the global perspective, and also

demonstrating how ODL evolved in SADC.

There is a need to highlight the strengths of ODL. Positive issues pertaining to ODL that

were identified by the groups and forwarded to the secretariat can be incorporated in the

policy document.

There is need to show the difference between quality assurance and certification mechanisms

of face-to-face mode and ODL.

Consider the possible role that DEASA can play in collaboration, networking and

partnership.

Countries should also set up national ODL committees as part of the main players.

Include Public Private Partnerships as one of the strategies for funding, budgeting and

resource base.

Proposed strategies need to be revisited so that they do not sound as activities.

Specific questions

Should the strategies be part of the Policy Framework?

What is the meaning of the term Open and Distance Learning?

Should we talk of Inclusive Education or Focus on Marginalized groups?

Should ODL have a separate curriculum?

Consensus building:

The policy will remain a policy and the strategies will be taken care of in the implementation

strategy document.

37

The definition of Open and Distance Learning is based on COL’s definition. The term Open

is based on the flexibility of this mode of delivery: remove barriers (age, entry requirements,

space, time…)

We should talk more about inclusive education rather than emphasizing marginalized groups

taking into account that ODL is there to remove barriers.

The curriculum should be the same; ODL is a mode of delivery. Therefore what should

happen is mastering the skills of delivering that curriculum in either mode.

Final Remarks:

The project coordinator noted that the final day of the conference should come up with the

adoption by the delegates of the new version of the policy framework, based on the comments,

observations and recommendations from the presentations and discussions.

3.4 Day Five Proceedings:

3.4.1 Adoption of Key Policy Areas and Issues:

The main activity on this last day of the Conference in question was essentially the

adoption of the Key Policy Areas and Issues shown below:

3.4.1.1 National Policy Frameworks:

Issue: Policy frameworks in most of the SADC Member States comprise ODL

statements which do not provide solid framework to support the development of

this important mode of education and training delivery.

Policy Statement: Member States shall create enabling policy environments that

promote the development and effective implementation of Open and Distance

Learning programmes.

3.4.1.2 ODL Governance and Management:

Issue: The governance structures and management systems of most of the ODL

institutions in the Region do not sufficiently facilitate rapid response to the

emerging needs of learners.

Policy Statement: Member States shall strengthen the capacities of ODL

institutions to deliver their courses through appropriate governance structures and

effective management systems.

3.4.1.3 Capacity of ODL Institutions:

Issue: Most Member States have inadequate personnel trained in ODL.

Policy Statement: Institutions of Higher Learning in Member States shall

develop education and training programmes in ODL.

3.4.1.4 Public Acceptance of ODL:

Perceptions on ODL: Issue: The ODL mode is considered by the public and some professionals in

the face-to-face systems to be of lower standard. This is considered more

acute where practical work is necessarily required.

Policy statement: Member States shall accord ODL providers and

beneficiaries the same professional and academic recognition, integrity and

status as in the conventional system.

38

Establishment of National ODL activities: Issue: There is lack of coordination of ODL activities at national level in

Member States.

Policy Statement: SADC Member States shall in their respective Ministries

of Education and Training, establish and strengthen structures which shall

solely be in charge of Open and Distance Learning development.

3.4.1.5 Access:

Demand for ODL Programmes: Issue: ODL institutions are not able to meet the demand for programmes and

courses due to their insufficient capacity.

Policy Statement: Member States shall facilitate increased access to

education and training through ODL at all levels.

ICT Infrastructure: Issue: There is limited ICT resources and services to provide support to ODL

institutions in the Region.

Policy Statement: SADC Member States shall develop appropriate ICT

infrastructure for ODL.

Mainstreaming ODL in the Education and Training: Issue: The ODL delivery mode is yet to be mainstreamed in the education and

training system.

Policy Statement: ODL shall be mainstreamed into the education and training

systems as a recognised delivery mode.

Learner Support: Issue: ODL learners in SADC Member States have limited support.

Policy Statement: Member States shall ensure that there are effective learner

support services across all ODL institutions.

A support service unit shall be instituted at the CoS as an initiative of Member

States to provide capacity to ODL institutions. (take to strategy).

3.4.1.6 Promoting ODL Quality:

Quality Assurance Framework: Issue: ODL programmes in most MS are not based on effective QA

frameworks/mechanisms.

Policy Statement: There shall be a regional quality assurance framework to

promote the quality of ODL development and delivery.

Role of Regional Centres of Excellence and Specialisation:

Issue: SADC Regional Centres of Excellence and Specialisation have too

limited coverage to benefit most Member States.

Policy Statement: Several SADC centres of excellence and specialisation

shall be created and supported in order to impact the ODL teaching and

learning environment.

3.4.1.7 Monitoring and Research:

Monitoring and Evaluation:

39

Issue: Measuring and reporting of ODL progress in Member States has been a

challenge.

Policy Statement: SADC Member States shall domesticate the Regional

ODL Monitoring and Evaluation framework.

Research, Development and Dissemination: Issue: There is limited research, development and dissemination (RDD) on

ODL in the region.

Policy Statement: SADC Member States shall invest in ODL research,

development and dissemination.

3.4.1.8 Regional Qualifications framework:

Issue: There is no Regional qualifications framework to facilitate harmonisation

and alignment of qualifications offered by institutions in SADC Member States.

Policy Statement: There shall be a Regional Qualifications Framework to

facilitate credit recognition, articulation and transfer.

3.4.1.9 Collaboration, Networking and Partnership:

Issue: Although there has been collaboration and partnership among SADC

Member States in the management of ODL, this has involved relatively few

countries and non-governmental institutions.

Policy Statement: MS shall promote collaboration, networking and partnerships

for the promotion and support of ODL provision.

3.4.1.10 Funding, Budgeting and Resource Mobilization:

Issue: There is inadequate funding for ODL.

Policy Statement: (a) ODL funding and budgeting in SADC Member States shall

be mainstreamed in the Education and Training systems at all levels.

Policy Statement: (b): SADC Member States shall establish mechanisms to

mobilise resources and increase funding for ODL.

3.4.1.11 Provision of Inclusive Education:

Issue: Inclusive education is not integrated in ODL programmes.

Policy statement: The SADC Member States shall promote inclusive education

in the development and delivery of ODL programmes and services.

3.4.1.12 The Curriculum:

Issue: There is no purposeful design in some of the ODL Programmes to meet

the diverse needs of learners.

Policy Statement: MS shall promote expansion and diversification of ODL

Programmes and services in order to meet the diverse needs of learners.

3.4.2 Evaluation of the Regional ODL Policy Conference:

After having adopted 12 key policy areas, an evaluation exercise followed. Thus each

conference participant completed a form, whose most questions sought the extent to

which the said conference had been successful in terms of managing the time and

attaining the expected objectives and outputs. Equally important, the instrument sought

how efficient the process was, what problematic areas and challenges could be identified

40

and what suggestions/ recommendations could be made to improve future SADC

conference and workshop arrangements.

3.4.3 Closing Remarks:

As the Conference moved towards its end so was the time to make closing remarks.

These were made by Mr. Stephen Sianga, the Director for Social and Human

Development and Strategic Planning (SHD & SP) to the SADC Secretariat. Mr. Sianga

started by paying tribute to the participants who had come a long way to attend the

historic Conference on the Regional ODL Policy. He believed they did that because

ODL as a mode for education acquisition which was second to none needed a Regional

Policy back up.

Mr. Sianga congratulated the participants for the seriousness they attached to the

Conference as absenteeism throughout the five-day period was virtually non-existent.

But more importantly, he expressed special appreciation to the participants, most of

whom paid attention to detail, given the way they were correcting even what one would

have regarded grammatical trivia, like commas and semi-colons.

The Director also did acknowledge the contributions made by many participants in their

individual and or collective capacity which made the conference a success. In particular,

he thanked Dr. Primrose Kurasha who had made a historic Opening address. By

corroborating what Dr. Kurasha had earlier stated about SADC Region being faced with

the challenge of achieving “education for all” as well the Millennium Development

Goals, he demonstrated how ODL was important in bridging the gap widened by

education provision which, to a greater extent is through the mode of the conventional

type.

Mr. Sianga stated that he had been particularly impressed by the critical issues that had

been outlined as a basis for developing a policy in a multi-state and multi-disciplinary

context. He stressed, that the way forward to be formulated should be driven by the

Vision of the SADC ODL Regional Policy which is “a region where men and women,

boys and girls have seamless, equitable access to life long learning through the provision

of gender-sensitive, quality and relevant Open and Distance Learning Programmes”.

The Director also thanked various institutions which had made the conference a success,

in particular the African Development Bank and other institutions within the SADC

Member States and the hosts in South Africa. Concluding his remarks, he expressed

apologies to the Conference participants for whatever irregularities and shortcomings

they might have experienced during their stay. He believed through the evaluation

process, such inconvenience, would be kept to a minimum in future.

3.4.4 Way Forward:

The way forward was given by the SADC Project Coordinator, Mr. T. Thulaganyo. He

directed that by mid April, 2011, the proceedings for the Conference should be submitted

to SADC Secretariat by the Regional ODL Policy Consultant. By 21st April, 2011, a

Regional Technical Committee to scrutinize the final version of the Regional ODL Policy

should be formed. By 29th

April, 2011, the Consultant should submit to the SADC

Secretariat, the final version of the draft Policy. Between 6th

- 10

th June, 2011, the

41

Technical Committee ought to have scrutinized the policy in question for onward

submission to the SADC higher organs by September, 2011.